The process of learning to read can be understood through five stages that a student goes through. They include logographic, transitional alphabetic, alphabetic, orthographic, and derivational. These stages build upon each other as a student moves from one stage to the next. Additionally, specific reading strategies can be employed to assist students who have gotten stuck in a particular stage.
1. Logographic stage
This stage involves students learning to recognize words through their visual appearance and not individual letters. They often use images and symbols to recognize words. This stage usually occurs in early childhood, where students rely on the whole word to get meaning. This stage is often referred to as the pictorial stage and can be seen in Chinese, Egyptian, and other cultures that use pictures instead of alphabets.
2. Transitional alphabetic stage
In this stage, students start associating sounds with letters. This means that they are learning how to sound out words. They use both sight recognition and phonemic awareness to recognize words. They might not know all the words, but they start decoding and making sense of the words they don’t know. 3. Alphabetic stage: In this stage, students start reading words by sounding out each letter. They can also recognize words by spelling rules, patterns, and word families. They can easily recognize words that they know and can sound out words that they don’t. This stage is where students become more independent readers. 4. Orthographic stage: In this stage, students recognize words quickly and accurately without sounding them out. They have learned to recognize words that they’ve seen before and have moved beyond sounding out each letter. They can also recognize the differences between homophones. They know and use sight words and have started to use context clues. 5. Derivational stage: In this stage, students understand the relationship between words and can make connections between words that have a common origin. They have developed a broad vocabulary and can use word roots, prefixes, and suffixes to recognize and decode words they don’t know. The stages build upon each other, with each stage providing the foundation for the next. For instance, students cannot move to the alphabetic stage without first passing through the logographic and transitional alphabetic stages. Similarly, they cannot move to the orthographic stage without first passing through the alphabetic stage. One reading strategy that can assist a student who has gotten stuck in a particular stage is the use of sight words. For instance, if a student is struggling with the transitional alphabetic stage, where they are just starting to associate sounds with letters, sight words can be introduced. These are words that students recognize without sounding them out. This allows them to develop their vocabulary, build their confidence, and become more fluent readers. The use of sight words can be particularly effective in helping students who struggle with phonemic awareness or have difficulty sounding out words.
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whose belief in civil disobedience did the beats emulate? a. henry david thoreau b. lawrence ferlinghetti c. amiri baraka
The Beat Generation, a group of American writers who emerged in the 1950s, was inspired by the philosophy of civil disobedience.
They were inspired by the writings of Henry David Thoreau, who advocated civil disobedience in his famous essay "Resistance to Civil Government." Therefore, the belief in civil disobedience that the Beats emulated was that of Henry David Thoreau. The Beats were influenced by Thoreau's idea that people should disobey unjust laws as a form of protest. They believed that it was their duty to speak out against social injustice and that this could only be achieved by breaking the law.
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It is generally accepted that the word "kawanatanga" was not a good translation into te reo Maori of the term "sovereignty". The word that would have conveyed the idea more accurately would have been "mana" but that was not used most likely because:
a.Kawanatanga was already known to Maori through translation of the Bible into te reo.
b.The Williamses who provided the translation were sufficiently fluent in te reo to know that no rangatiratanga would agree to cede his or her mana.
c.The Williamses, father and son, who provided the translation were not sufficiently fluent in te reo.
The word that would have conveyed the idea of sovereignty more accurately would have been "mana" but that was not used most likely because the Williamses who provided the translation were not sufficiently fluent in te reo.
Kawanatanga refers to a term used in the Treaty of Waitangi, which is usually translated as "governorship" or "sovereignty." It was the concept of the Crown having supreme power and jurisdiction over the British colonies and their Maori inhabitants. It should be noted that the treaty was created in two languages: English and Te Reo Māori. In the English version of the treaty, the term used was "sovereignty," whereas in the Māori version, the term used was "kawanatanga," which means governance. The word "sovereignty" was not an accurate translation of the word "kawanatanga."
Instead, the term that would have conveyed the idea of sovereignty more accurately would have been "mana." It is believed that the Williamses, father and son, who provided the translation were not sufficiently fluent in te reo, which is why they used "kawanatanga" instead of "mana." Mana is a concept of authority or power that exists in Māori culture. A person's mana is their authority, power, and influence. It is possible that the Williamses were not aware of the full extent of the term's meaning and usage, which is why they chose to use "kawanatanga" instead.
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how did john locke system of his government work? and how did he
build his system of government? what is wrong with it?
John Locke, an influential philosopher of the 17th century, proposed a system of government based on the principles of natural rights and social contract theory. His ideas laid the foundation for liberal democracy and had a significant impact on political thought.
Locke's system of government aimed to protect the natural rights of individuals, which he believed included life, liberty, and property. He argued that these rights were inherent and should be safeguarded by a just and legitimate government.
According to Locke, individuals enter into a social contract, willingly giving up some of their natural rights to establish a government. In return, the government's primary role is to protect the rights and well-being of its citizens. If a government fails to fulfill its duties or violates the rights of the people, Locke argued that the citizens have the right to alter or abolish it.
Locke's system of government emphasized limited government power, checks and balances, and the consent of the governed. He advocated for a separation of powers, with legislative, executive, and judicial branches to prevent the concentration of authority in one entity.
However, there are criticisms and debates surrounding Locke's system of government:
Limited Participation: Some argue that Locke's system did not consider the rights and participation of all individuals, particularly those who were not property owners or women.
Property Rights Emphasis: Critics argue that Locke's emphasis on property rights favored the interests of the wealthy, potentially perpetuating inequality.
Incomplete Representation: Locke's system did not fully address the representation of marginalized groups, such as enslaved individuals or indigenous populations, whose rights were not adequately protected.
Cultural Assumptions: Locke's system reflected the cultural and social context of his time, which may not fully apply to diverse societies and modern challenges.
It's important to recognize that Locke's ideas served as a starting point for discussions on government, and subsequent thinkers have built upon and refined his theories. Political systems continue to evolve, taking into account diverse perspectives and the changing needs of societies.
~~~Harsha~~~
The new idea for the tv parlor is a play written for wall to wall circuit. It's a script that is written with one part missing so people can interact with TV walls. Can you think of any similar technology today that requires active participation. The book is Fahrenheit 451
One example of similar technology that requires active participation today is the popular video game series known as "Assassin's Creed".
What does the idea of TV walls and active participation in a play have to do with Fahrenheit 451?The new idea for the TV parlor in Fahrenheit 451 was a play written for the wall-to-wall circuit. It's a script written with one part missing so that people can interact with the TV walls. In the story, the TV parlors are a form of entertainment and distraction that people use to escape from the reality of their lives.
This technology does not require active participation but rather passive consumption of entertainment. On the other hand, the novel depicts the government's attempt to control and suppress free thought and intellectualism by banning books. In contrast to the passive consumption of entertainment in the TV parlors, the act of reading books in Fahrenheit 451 is an act of rebellion that requires active participation in the form of critical thinking and analysis.
The book is an allegory about censorship and the importance of preserving knowledge and free thought, which is why the idea of active participation is emphasized. Today, there are many forms of technology that require active participation, such as video games like Assassin's Creed.
This series puts the player in the role of an assassin who must navigate historical settings and complete various missions. The game requires players to think critically, problem-solve, and engage with the game world in order to progress.
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1: what is common criterion for layoffs in the context of
downsizing and rightsizing? in other words, who is often
discriminated against first when organization becomes smaller, and
how are these acti
The most common criteria for layoffs in the context of downsizing and rightsizing is that employees with lower seniority, those who have received poor performance evaluations, and those who occupy redundant job positions are often the ones who are laid off first.
It is not uncommon for organizations to discriminate against older employees or those with disabilities when downsizing. In the context of downsizing and rightsizing, a common criterion for layoffs is based on the length of seniority, performance evaluations, and the job positions held.
When the organization downsizes, employees with the lower seniority and poor performance evaluations are often laid off first. The ones occupying redundant job positions are also laid off.Layoffs, in general, are considered to be a painful process. Organizations that use downsizing as a strategy to improve performance and profits need to follow ethical and fair practices. It is not uncommon for organizations to discriminate against older employees or those with disabilities when downsizing. However, this practice is prohibited by anti-discrimination laws.
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the principles of customer focus, leadership, engagement, process approach, improvement, evidence-based decision making, and relationship management support the _____.
The principles of customer focus, leadership, engagement, process approach, improvement, evidence-based decision making, and relationship management support the management.
The ISO 9001:2015 standard offers seven quality management principles, which provides a framework for the organization to achieve the desired outcome that is to deliver high-quality products or services. Each principle can assist an organization to establish and implement a robust quality management system (QMS) that aligns with their business strategy and aims to improve the organization's overall performance.
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Compare the novel Little Women by Louisa May Alcott and the film
The Littlest Rebel starring Shirley Temple. How do these two
intertwine or influence each other?
Little Women by Louisa May Alcott and The Littlest Rebel starring Shirley Temple are two distinct works in different mediums that share some similarities but also have notable differences.
Both Little Women and The Littlest Rebel revolve around young female protagonists navigating challenging circumstances. They explore themes of family, resilience, and the coming-of-age experience. However, the specific plotlines, settings, and characterizations differ between the novel and the film adaptation.
The film adaptation of The Littlest Rebel draws inspiration from Alcott's Little Women but does not directly intertwine or influence the original novel. The Littlest Rebel presents its own unique narrative and interpretation of childhood and family dynamics during a historical period.
It is worth noting that both Little Women and The Littlest Rebel depict strong-willed, independent young girls who face adversity with courage and determination. The portrayal of female empowerment and the exploration of social issues are common threads between the two works.
While there are thematic similarities between Little Women and The Littlest Rebel, they are separate works that offer distinct interpretations of girlhood and family dynamics. The film adaptation draws inspiration from Alcott's novel but presents its own storyline and artistic choices.
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Provide three instructional strategies for
assisting students, one for use in the beginning stage of reading
development, one for
the intermediate
stage, and one for the advanced st
Three instructional strategies for assisting students at different stages of reading development are:
In the beginning stage of reading development, students benefit from phonics instruction. Phonics instruction focuses on teaching students the sounds that letters and letter combinations make and how to blend these sounds to read words. This strategy helps students develop foundational skills in decoding and word recognition, which are crucial for reading fluency.
In the intermediate stage, guided reading is an effective strategy. Guided reading involves small-group instruction where students read texts at their instructional level with teacher support. The teacher provides guidance, models reading strategies, and facilitates discussions to enhance comprehension. This strategy allows students to practice reading independently while receiving feedback and support to improve their reading skills.
For students in the advanced stage of reading, literature circles are beneficial. Literature circles are small, student-led discussion groups where students read and analyze literature together. Each student takes on a specific role and engages in meaningful discussions about the text. This strategy promotes critical thinking, deepens comprehension, and encourages students to make connections between the text and their own experiences, other texts, and the world around them.
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mice of men Review Chapter 3 pages 51-56 and record 5-10 facts, opinions, or rules related to women.
In "Of Mice and Men," Chapter 3 highlights the patriarchal society where women are considered distractions, objects of desire, deprived of dreams, opportunities, and perceived as weak.
In Chapter 3 of "Of Mice and Men," by John Steinbeck, the author introduces several female characters, including Curley's wife and Aunt Clara. The novel is set in a patriarchal society, where women are often viewed as inferior and their opinions or roles are disregarded. Here are some facts, opinions, or rules related to women in this chapter:1. Women are seen as a distraction and a nuisance to the men working on the ranch.
This is evident when Candy complains about Curley's wife, saying, "You keep away from her, 'cause she's a rattrap if I ever seen one" (p. 53). 2. Women are often treated as objects of sexual desire. Curley's wife is portrayed as a is often referred to as a "tart" or a "tramp" by the men on the ranch. 3. Women are not allowed to have dreams or ambitions of their own. This is demonstrated when Curley's wife tells Lennie, "I coulda been in the movies, an' I coulda been a star" (p. 54), but then reveals that she never pursued her dream because her mother wouldn't let her. 4. Women are not given the same opportunities as men.
This is illustrated when Slim says, "Maybe you better stay here with your wife" (p. 55), implying that a woman's place is in the home. 5. Women are often seen as weak or vulnerable. This is shown when George tells Slim about Lennie's incident with the girl in Weed, saying, "I jus' done it. I didn't mean no harm, George. Honest I didn't. I jus' wanted to pet them mice a little" (p. 56), which implies that Lennie didn't understand the severity of his actions because he has a childlike mentality and women are often seen as innocent or naive.
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